Cuffley School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Cuffley School is a happy and welcoming place. Pupils enjoy coming to school and get along with one another and their teachers.

They feel safe, secure and valued. The members of the senior leadership team are very good role models for teachers and pupils alike. Together with a well-informed governing body, they are very effective in driving up pupils' achievement.

The quality of teaching and the progress of pupils are checked rigorously. Children make a good start in the Early Years Foundation Stage. They quickly develop independence and very good attitudes to learning.

Pupils make good progress and reach high standards in Engli...sh and mathematics in Key Stages 1 and 2. They read well and are articulate and confident. Teaching is consistently good and sometimes outstanding.

Lessons are interesting, well planned and engage pupils well. Pupils like their teachers and enjoy learning. The school promotes pupils' spiritual, moral, social and cultural very well through a wide range of activities.

Pupils behave well and look out for one another. It is not yet an outstanding school because : Pupils, particularly the most able, are not always given hard enough work that will really stretch them. The progress of disabled pupils and those with special educational needs is not consistently as good as it could be in every group and subject.

Information about this school

Cuffley School is larger than the average primary school and there are two classes in each year group. The large majority of pupils come from a White British background and the remainder from a wide range of ethnic backgrounds. There are fewer pupils than average who speak English as an additional language.

The proportion of pupils supported by the pupil premium (extra government funding for pupils known to be eligible for free school meals, children in local authority care and other groups) is below average. The proportion of disabled pupils and those who have special educational needs supported through school action, and the proportion supported through school action plus or with a statement of special educational needs, are below the national averages. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress.